Facilitating multidimensional engagement using the historical-critical approach

Despite growing scholarly attention to sacred texts in Religious Education (RE), research consistently identifies a tendency towards superficial, decontextualised engagement with biblical material in classroom settings – a challenge with implications for any RE context in which scripture is taught. This article responds to that challenge by proposing that the historical-critical approach, framed within a hermeneutical model of RE, offers a valuable pedagogical lens for supporting deeper student engagement with biblical texts. It reworks the concept of multidimensional engagement – adapted from the Texts and Teachers project – as students’ ability to combine historical contextualisation with theologically informed interpretations of scripture. Using a small-scale action research design in a secondary classroom (students aged 13–14) in a mixed-ability, non-faith school in England, scaffolded lessons were implemented on extended passages from Genesis 2 and Matthew 21. Data was gathered through lesson observations, student questionnaires, and extended written work. Findings suggest that, with structured support, students can move beyond surface readings and develop historically situated, theologically attentive interpretations. The study contributes to ongoing discussions about theological literacy and hermeneutical pedagogy.